Sherry A. Moyer, MSW, LSW Executive/Research Director The University of Toledo Center for Excellence in Autism
[email protected]
Cognitive Social Behavioral Communication Sensory Adaptive Vocational
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General capacity, IQ Co-morbid learning disabilities Ability to problem solve Executive function/organizational skills Ability to manage time Ability to evaluate progress Ability to determine cause and effect Required processing time Planning deficits 3
Relational boundaries Understanding of need for positions of authority Ability and degree of need to communicate or initiate interaction with other students Theory of Mind! Understanding or projection of mental states, motivations and emotions of others. Reciprocal Interaction/conversation 4
Problem Solving Planning Hygiene Any current adaptive strategies being employed Use of visuals Willingness to ask for help Transportation/navigation Organizing backpacks, desks and assignments Adapting to change NO RELATIONSHIP TO IQ!!!!!!!!!! 5
Tolerance for noise, light, crowds, smells, textures/touch Tolerance for physical activity Sitting still, standing in lines Hygiene Transportation/navigation Adapting to change in environments Tolerance for proximity to others Tolerance for temperature Tolerance for pain
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Articulation Comprehension Pragmatics Parameters of assignments Rules Directions
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“But he is so high functioning…he is articulate and opinionated, he must be high functioning.”
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Control Versus Authority
The X + 10 Relevance Rule
Global Skills are EVERYTHING
You Cannot Expect Another Person to Demonstrate Desired Skills Consistently Without an Opportunity to LEARN FIRST!
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Global processes are those that contribute to cognitive development in several domains. (Kail, 2004) Flexibility/Shift
Executive Function Skills
Goal Oriented Behaviors Abstract Thinking
Self-Regulation Causal Attribution
Processing Speed Problem Solving
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Global Skills are the Human Operating System!!!!! 12
Functional global skills allow us to improve our:
◦ Academic achievement ◦ Employment performance ◦ Social competence ◦ Independent Living Skills ◦ Adaptive Skills 13
Without global skills, other skills are rote-based and not meaning-based. (Dr. Brenda Smith Myles, CEC 2009 presentation)
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Step 1: Order lunch in the cafeteria. Step 2: Analyze the choices. Do I want fish?
Do I want pizza?
I can pick off the THE Pretty hungry.. pepperoni ANSWER IS I hate the Will fill me up PIZZA! pepperoni better than fish though… 16
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Choice Boards
Universal Symbols
Schedules
Directional Signs
Task Organizers
I Pads/Pods - technology 18
By definition, self-regulation is the systematic effort to direct thoughts, feelings and actions toward the attainment of one’s goals. This is the art of selecting a socially acceptable response to any given situation that is BALANCED with the intensity of the circumstances. Zimmerman, (2000)
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Identifying goals
Creating strategies to achieve the goals
Self-monitoring of performance for evidence of progress
Configuring physical and social contexts to support achievement of goals
Schunk & Zimmerman (1994; 1998) 20
Time management
Self-evaluating methodologies
Attributing causation to results
Adapting future methods Schunk & Zimmerman (1994; 1998) 21
The assignment is for students to work in small groups and complete a science experiment. Here are some steps and self-regulation skills required.
1. Find other group
members. 2. Identify requirements of the assignment. 3. Assign steps of assignment to group members or work together. 4. Evaluate group progress prior to assignment being due.
1. 2. 3.
4. 5.
Configuring physical and social contexts. Identify goals. Creating strategies to achieve the goals. Time management. Self-evaluating, attributing causation to results, adapting future methods.
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Modulation on the other hand is the ability to inhibit your behavior successfully enough to respond without over reacting. It is your VOLUME BUTTON For individuals with Asperger Syndrome, this can be particularly challenging when responding to emotional situations Myles, Dunn and Orr (2000) 23
Situation
My Response
More Positive Response
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Bumped in hallway at school by a friend
Call them a bad name
Ignore it or say “excuse me.”
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Hit bare toe on a door frame
Slam door, yell
Rub my foot, get ice, ask Mom for help
3
Missed school bus, late for school
Cry, throw books on the ground, blame Mom
Wake up earlier, watch clock closely in the morning 24
Assessing your circumstances…
Attribution is our ability to understand the cause and effect of events and interactions we are involved with. Our attribution pattern influences our motivation and hope for taking control of our situation and making things better! It is a key component skill of self-regulation (Schunk & Zimmerman, 1994; 1998)
Attribution Retraining… Very simply, attribution retraining is a cognitive approach that helps to improve our understanding of cause and effect. The ECLIPSE Model, Moyer, NHS Human Services, 2009
Classifying the Dimensions of Attribution •
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Is the issue internal or external in locus? Did it happen because of something about you as a person? Is the issue stable or unstable? Do you get the same outcome every time?
Is it controllable or uncontrollable? Can you influence the situation at all? Weiner, (1986) The ECLIPSE Model, Moyer, NHS Human Services, 2009
Exactly what happened?
At First Look
On Second Thought
Paul found a flat tire on his bicycle when he was ready to go for a ride.
Paul found a flat tire on his bicycle when he was ready to go for a ride.
Was it internal or external to you?
Paul thinks that it was really bad luck so it is external to him.
Paul’s dad remind him that tires go flat naturally over time when you don’t check them but it is still external to him.
Was it stable or unstable?
Paul doesn’t think about the bike but says his luck is always bad so it is stable.
Paul doesn’t remember the last time it happened so it is unstable.
Was it controllable or uncontrollable
Paul figures that there is nothing you can do to control luck so it is uncontrollable .
Paul decides that by checking the tire regularly the situation can be controllable.
Assessment or attribution of the cause or motivation
Paul decides that it is another chapter in his unlucky life.
Paul understands that it was unfortunate but easily fixed.
Are you
motivated to take action and improve the situation?
Not At All! Paul’s attribution of the situation was so helpless that he gives up on riding his bike.
Sure! Paul is more motivated to avoid having the same outcome in the future by checking the tires regularly..
The ECLIPSE Model, Moyer, NHS Human Services, 2009
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1.
Students spend more time on task!
2.
Reduction in disruptive behaviors!
3.
Makes skill assessment easier!
4.
Improves student sense of self-esteem!
5.
Student learns to be responsible for work production!
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My benchmarks for this task. Yes?
1. 2. 3. 4.
Read the first 3 paragraphs of the article on oil exploration. Identify at least 1 major idea from each paragraph. Record each idea in a Word file on your computer. If the first 3 benchmarks are complete, your assignment is DONE!
No?
X X X X
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Create a safety net of predictability Serves as a check list for completing required activities Helps to reinforce appropriate behaviors Can be written or visual with graphics or photos Help to manage time Are useful for EVERYONE not just people with disabilities
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Mon
Tues
Wed
Thur
Fri
Sat
Sun
When I get to school I have to put my coat and lunch away ____. After that I will turn in my homework at the teachers desk. I will go to my desk and read the assignments on the board. Then I will start on my assignments until the announcements start. After announcements I will gather my books and go to first period.
If there is a change in the schedule, I will ask what I should do differently.
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Problem solving is an accumulation of all of the other global skills. It can be done subconsciously with routine tasks or with great time a deliberation over life changing issues. Either way, it is our ability to successfully advocate for ourselves and get our needs met.
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Decision Making
Independent Performance
SELF-ADVOCACY
Adjustments
Self-Evaluation
Wehmeyer, Palmer, Agran, Mithaug, & Martin (2000)
Accurate assessment of the circumstances
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Functional Self-Regulation/ Monitoring Skills
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The ability to select and implement a reasonable solution that will meet our needs and allow us to successfully Problem solve of self-advocate
“I have a writing assignment for school but I don’t know how long it should be.”
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“I don’t need to get upset or avoid the assignment because…”
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“I can send the teacher an email tonight or ask her how long it should be when I get to class tomorrow and I will still have time to finish it.”
• •
•
What can I do to help you make things better? Do you need a little more time to answer/finish what you were doing? I will help you figure this out when you are calm enough to problem solve.
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I understand that you are upset.
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You have a right to your feelings. 39
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Processing speed – visual/auditory Anxiety Perception Neurology 41
COMPREHENS IVE AUTISM PLANNING SYSTEMS (CAPS) (Henry and Myles, 2007)
Time
Activ ity
8:00
Priming
8:20 9:00 1:00 1:45
Reading Math LA SS/Sc
9:45
Bathroom
10:00
10:45
Skills/ STO
Emotion recognition and regulation
Structure/ Modif ications
Visual schedule Resource room
Reinf orcement Review plant books and catalogs after priming Verbal reinforcement
Sensory Strategies
Social Skills/ Communication
Koosh ball Disco seat
Conversation starters and skills list
Data Collection D: Emotion recognition (correct/ incorrect) # rumbling and rage
Generalization Conversation starters, skills list, and visual schedule throughout day
PE
Home Base
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Sherry A. Moyer, MSW, LSW Executive/Research Director The University of Toledo Center for Excellence in Autism
[email protected]
